Teaching apparatus



Aug. 25, 1959 A. C. MCIVER 2,900,741

' TEACHING APPARATUS Filed Feb. e, 195e 2 sheets-sheet 1 77? Us? 71 for.'

Aug. 25, 1959 A. c. MoivER TEACHING APPARATUS 2 Sheets-Sheet 2 Filed Feb. 8. 1956 Mira. M, z5

E fg F sconti Patented ugr-ZE, 1959 Unite States Patenti '1 TEACHING APPARATUS Alice casey Mclvef^,wintka, 111.

Application February 8, 1956,` Serial hlm-'564,261

s Claims. (c1. :ss-3s) yThis invention relates to teaching 'apparatus'andgrnore p'articulz'rly,` to teaching apparatus whichl is particularly designed and adapted for teaching gramiria'pnctuation, and"`proper' sentencestructure to'ichild'ren in elementary and high schools.

- It is-a primary object of "vmy-@inve'ntionto afford a novell teaching 'apparatus which teache'sthe'-s'ti1dent,in a novel and expeditiousl"manner,fto crrelate''his-spech with propergrammar l and proper punctuation.

k-Anotlierobject is to *provide ai novel teaching appalratus which isdes'igned;constituted'and-arranged so'that it may utilize things in the childs experience, thestop,

"gaand-'caution street signalsfconirnnly'in' use', inteachjing proper grammar, v punctuation, sentence structure', and

speech'habitslto children.

"Another-#fobjecto myinventionisf to provide-Ya iovel teachingf .apparatus which` ttords ai'rrentalffchallengeVj to Y afsti'ldents abilityJ and stimulates his iriter'estinA anovel 2 andrexpeditiousfrnanner. y

Alfur'ther objectief my invention isto'ipiov'idef a'ovel --f-teachingx apparatus which `Ais" fnnaoaoperate sdf-that' "stu- 1: dents lookffor'wardfto reciting and tkingan active' part l Tin"V their' stiidyf of igrarnniar-piiituation, and "propersen- `1 itence" Structure.

,"A'n'other 'objectfoffiny li'nvent-ionf'is tolprvide aliovel Lte'acln'ng appara-tus; thel use of iyvhi'chi stimulatesv3 'the in- -l terestz of the: other: 's'tudents'rin 'theclassroomiin@following the speakers oral delive1y,ffgrammar,punetuationf-fand isentence'structure.

" Otherl and further/objects of `the=fpresefnt inventionwill be Y apparent from the following `description land 4fclair'ns andare'- illustrated in' thek accompanying -drawings,'which, by-fway'ofillustration, 'show a Apreferred embodiment-of the present invention and the principlesthereotand/what Inowf consider;to'betheibest-node vin whichl' have contemplated applying these principles. "5 O'tlierf-'ernbodi yments of therinventionfembodying the same'or equivalent principlesV may be used andstructural' -changes*1inayA be made as desiredibythose skilledin thefart"withoutde `f'parting from the 'presentfinvention -'andthe --purview of kfthe appended claims.

@In 'the drawings:

Fig.' 1f is afrontviewof alteachingtapparatus "embodyiling''t-he principles 'of 'my invention;

Fig. 2 is a detail sectional view taken substantially lalongthefline'ZfZ'in Fig 1; v Y Y.

jFigft'is a wiring diagramillustratingithe"electrical 'connectionsI betweenl the"various"pa'rts "ofthe 'teaching apparatus shown in Fig. 1.

:i12 Ateachingapparatus ltljeinbodying the principles of inv fin'vention, is shownV in theV drawings to illustrate the iftprefe'rr'ed embodiment'of iny invention.

'The teaching apparatusfl@ embodies, in general, a; display panel or indicating panel 12, which is yelectrically connected to a control panel 14.

` The controll panel 14"'en1bodies`an elongated, "substantially rectangular shaped base :16 along which'are mount- -""ed;\'in-'spaced-relatiori to veachY other, a plurality of'pushbutton switches 21-45frespectvely, Figssl and 2.

`The control panel -12"embodies a plurality :ofV electric lampsP V21' to' 45",' whichare 'selectivelyelectrically con- "ne'cted to the pushlbutton" 'switches V21`-4lf5,v respectively, "as"\'vill"be 'discussedin'figr'eater"detail presently. Each l5 lamp 21"-"i5"erbodies a socket 47'rnounted in the front face 12"ot` 'the'dis'playpanel' 12, yand a bulb- 218 mounted V'fir'fthe socket 47 v'and projecting forwardly' fr'ornl'the front face 12"of"t'he'pa`nel' r12 so that it is 'readily visible from in front ofthe panel 12, Figs. 1 and 3. y

Twdrna'in "power lines "or vconductors 51 and 52, Fig. t 4;"a'reirnountedr in 'rny` novel teachingapparatus l10, and *are-"connected to'a'suit'able lead line V54 whiclr'rnay be connected-"to'a'ny Vsuitable 'source Yofv electric power by "`=inse`rtinl,=,f` affpl'ug'55intiiitedon`the free'end of the lead 25;"f1ine'54 in 'any `suitable"-`recep tacle such as, for` eXar-nple, the usual"vvall' soclets,"^iiot's'liown', found in classrooms and; 1the like. Y

`The"switches 21145 areconnewctedfin parallel to each otleibetween the power -lines51'and 52, with the lamps ?'2'1'245 "e''chconnected "in series with one of the switches 21L'45,"f"r'e'spectively. Thus, as best seen in Fig. 4, yone "sidewfea'chpf the" switches 21445 is connected by a 1 conductor y'21:1145a, respectively, to the power liney 51; 1t-hei theriside of each Vswitch A21:-45, .is connected' by a -ohdctor *21b45b to"one"side"ofthe lanips 21"-45', respectively; andthe other side of'ea'ch lainp 21245' is t"conne`ctedE by a' conductor 21d-"45C, respectively, to the other power line 52. VIt will be seen from theforegvoing "that"upn"actuation"ofany one of the switches"2 1-45, 40twh'en't'the'plugSSis connected toasuitable 'source of electric fpowerpthe bulb'ZtS of the Vcorresponding one'of fthe lamps 212215', respectively,` connected vthereto will Ybe's'electively illuminated. y

'In"tec'hi1`1g= a'student giani'nar and sentence structure \"withi'my apparatusythe student is' first taught thatthere are threeA general types of sentences, riir'nely,simple sentences,4 compound sentences, and cornplex sentences. "My novell-apparatus is adapted to*`teach theproperfuse, --'and"'-the`proper 'punctuatiomof each 'and all of these v `types 1of`se'ntences. For this'purpose, the display panel 122 is-divided off into 'three'fge'neral areas, namelyhthe `K`simple:"sentence 'area D', the vcompound area E', andthe V"complex"sentence area F. The'` lamps 21 45'V are dividedvamong these areas to A'visually represent and illus- Mtratdthe construction'and punctuation of three types of sentences D'1D3, E'1-E'3, vand F'lLF'g, in each of the Tareas-DLF', respectively. The lamps 21'-45' are di videdunequally amo'ngthe areas D'rD'wE'l-Ea and F1"'F3, respectively, 'Withthe la'nps which are arranged T'in""any one of these'last mentioned areas being'spaced from 'eachl other horizontallyac'rossthe display panellZ Hand with the' respective'areas'disposed one below Vthe other on the display panel 12,Fig. 1.

vIneacli-'of the' sentence-representing areas D'l-Fson f-thefdisplay panel 12 one green colored lamp 21',`-23', 25347', 3o', 33336', 41', and-42' is'disposed on the panel 12 toward the left side thereof, Fig. l. Alsofin `leach" of the sentence-representing areas D'l-F'B on the .dis'plaly panel-'12,a red colored lampZ'Z', 24'; Z6'j29', "32,f35', '38', 49', and 43', respectively, is disposedgto lthe'right of the respective green lamp in that area. The green lamps 21', Z3' and 25', and the red lamps 22', 24

3 and 26', respectively, are the only lamps in the areas D'l- D'3.

In the areas E1-E3, Fl and F'2, a yellow colored lamp 28', 31', 34', 37' and 39', respectively, is mounted on the display panel between the green colored lamp and the red colored lamp in each of those areas. In the display area F3, two yellow colored lamps 44 and 45' are disposed between the green lamp 42' and the red lamp 43 of that area.

On the display panel 12:

The area D1 is representative of a simple sentence embodying a single subject and a single verb;

The area D2 is representative of a simple sentence embodying two subjects and one Verb;

The area D'3 is representative of a simple sentence of the type embodyingy a single subject and two verbs;

The area E'l is representative of a compound sentence of the type embodying two thoughts, with each thought embodying a single subject and a single Verb;

The area FX2 is representative of a compound sentence of the type embodying two thoughts with the first thought embodying two subjects and one verb, and the second thought embodying one subject and one verb;

The area E'3 is representative of a compound sentence of the type embodying two thoughts with the rst thought embodying one subject and two verbs, and the second thought embodying one subject and one verb;

The area F'l is representative of the type of compleX sentence starting with a conjunction and having a comma after the conclusion of the tirst-half thought;

The area F'2 is representative of a complex sentence of the type embodying a first-half and a second-half of a thought with each half embodying a single subject and a single verb, and the second half joined to the first half by a conjunction to make one complete thought; and

The area F'3 is representative of the type of complex sentence having an opening one-fourth ended by a comma and embodying a subject, a center one-half joined to the opening one-fourth by a conjunction, and also embodying a single subject and a single verb and being closed by a comma, and a closing one-fourth embodying a single verb.

On the front face of the display panel 12, I prefer to have indicia appear which indicates structural elements and punctuation of the particular type of sentence being represented by each area D'l-F'a, and the proper location of those structural elements and the punctuation so shown. For example, as shown in Fig. 1, the letters S and V may be used to indicate subject and verb, with these letters appearing the number of times in each area, and in the general location therein, that they appear in a sentence of the type indicated by that area; the usual symbol 49 for a comma may be yused to indicate the location of that punctuation mark in any sentence-representing area requiring such punctuation; and representative join- 1ng words or conjunctions 50 may be printed adjacent to the same general location in any area as that in which they appear in a sentence represented by that area.

The front face of the control panel 14 is preferably divided, by double indicia lines 57, into three general areas D, E, and F, with the push-button switches 2145 distributed among these areas in the same relation as the corresponding respective lamps 21'-45' are distributed among the areas D'-F on the display panel 12, Fig. l. The areas D-F on the control panel 14 are further divided by suitable indicia lines 59 into areas D1-D3, E1- E3 and FTF@ respectively, with the switches 21-45 disposed in each of the respective areas D1-F3 being connected to the corresponding lamps 21'45' disposed in the areas D'1-F'3, respectively, on the control panel 14, Fig. l.

Each area Dl-FS on the control panel 14 is preferably suitably marked by a symbol or indicia which will enable a student operating the teaching apparatus to quickly locate that portion of the switches 21-45 which control the operation of the lamps 21'-45 in any selected one of the areas D'1-F'3 on the display panel 12. The indicia I prefer to use for this purpose are as follows, as shown in Fig. 1:

5, foia simple sentence having one subject and one verb;

S-2S, for a simple sentence having two subjects;

S-2V, for a simple sentence having two verbs;

C, for a compound sentence having one subject and one The green lamps 21', 23', 25', 27', 30', 33', 36', 41' and 42' are representative of the start of the sentence. The red lamps 22', 24', 26', 29', 32', 35", 38', 40', and 43' are representative of the end of a sentence. The yellow lamps 28', 31', 34', 37', 39', 44' and 45 are representative of commas, conjunctions or pauses in a sentence between ideas.

Preferably, the switches 21-45 are of the same color as the bulbs 48 in the lamps 41-45', respectively, for ready identification by the person actuating the switches.

In the use of my novel teaching apparatus, the display panel 12 may Ibe mounted in position to be readily seen by the students in the class such as, for example, by suspending the display panel 12 from suitable hooks, not shown, inserted through the eyes 61 and 62 mounted on the panel 12. It will be remembered that the display panel 12 is electrically connected to the control panel 14 and the lead line 54, and these connections may be made through a suitable Hexible line or conduit 64, Fig. l. The flexible leads S4 and 64 are preferably of such length that the control panel 14 may either be disposed closely adjacent to the `display panel 12 or may be disposed in a position remote from the display panel 12 such as, for example, at the students desk or at a suitable podium, or the like, at the front of the classroom. In the use of my novel teaching apparatus 10, a student may be selected to read or speak to the class. As he either reads or speaks, he actuates the push-button switches 21-45 so as to illustrate, as he is speaking, the type of sentence he is then using and the punctuation and structure thereof. Thus, for example:

(l) When the student uses a simple sentence having one subject and one Verb, he momentarily closes the switch 21 to thereby illuminate the green lamp 21' at the start of a sentence, and momentarily closes the switch 22 to thereby illuminate the red lamp 22' at the end of the sentence.

(2) When the student uses a simple sentence having two subjects and one verb, he momentarily illuminates the green lamp 23' and the red lamp 24' at the beginning and end of the sentence, respectively, by actuating the switches 23 and 24, respectively.

(3) When the student uses a simple sentence having a single subject and two verbs, he illuminates the green lamp 25' at the start of the sentence by momentarily actuating the switch 25, and momentarily illuminates the red lamp 26' at the end of the sentence by actuating the switch 26.

(4) When the student uses a compound sentence of the type represented by area El he momentarily closes the switch 27 at the start of the sentence to thereby illuminate the green lamp 27'; at the center of the sentence, he momentarily closes the switch 28 to thereby illuminate V the lamp 28" to represent' the comma and the pause between the two thoughts of the sentence; and at the end of the sentence he momentarily closes the switch 29 to thereby illuminate the red lampA 29'.

()'When the student uses a compound sentence of the type represented by the area E2 r.he illuminates the green lamp 30 at the start of the sentence by momentarily closing the switch 30; at the center of the sentence he momentarily actuates the switch 31 to thereby illuminate the yellow lamp 31 and indicate the pause or comma between the two thoughts of the sentence; and at the end of the sentence he momentarily closes the switch 32 to thereby illuminate the red lamp 32,.

(6) When the student uses a compound sentence of the type represented by the area E3 he closes the switch 33 at the start of the sentence to thereby illuminate the green lamp 33'; he closes the switch 34 to thereby illuminate the lamp 34 at the time of the pause or comma between the two thoughts of the sentence; and he closes the switch 35 to thereby illuminate the red lamp 35 at the end of the sentence.

(7) When the student uses a complex sentence of the type represented by the area F1 he momentarily closes the switch 36 to thereby illuminate the green lamp 36 at the time he uses the conjunction at the start of the sentence; he momentarily closes the switch 37 to thereby illuminate the yellow lamp 37 at the pause or comma -dividing the two thought portions of the sentence; and he closes the switch 38 to thereby illuminate the red lamp 38 at the close of the sentence.

(8) When the student uses a complex sentence of the type represented by the area Fz he closes the switch 41 to thereby illuminate the green lamp 41 at the start of the sentence; he closes the switch 39 to thereby illuminate the yellow lamp 39 at the time he uses the conjunction joining the two thought portions of the sentence; and he closes the switch 40 to thereby illuminate the red lamp 40 at the end of the sentence.

(9) When the student uses a complex sentence of .the type represented by the area F3 he closes the switch 42 to thereby illuminate the greenlamp 42 at the start of the sentence; he closes the switch 44 to thereby illuminate the yellow lamp 44 at the time he uses the conjunction joining the center half of the sentence to the iirst quarter of the sentence to thereby indicate the comma and the conjunction at that point; he closes the switch 45 to thereby illuminate the yellow lamp 45 at the end of the center half of the sentence to thereby indicate the comma at that point in the sentence; and he closes the switch 43 to thereby illuminate the lamp 43' at the end of a sentence.

It will be seen that in the use of my novel teaching apparatus 10, a student must organize his thoughts'before speaking and must, while speaking, remain consclous of the proper grammar, punctuation, and sentence stnucture during each of his sentences. To successfully operate the teaching apparatus 10, he must recognize the type of sentence he is beginning, and, during the use of. the sentence, must recognize and properly indicate the appearance of punctuation, conjunction, and the like. Such drill not only has the beneficial eiiect of requiring the student to previously organize his thoughts and become conscious of sentence structure but it also teaches the student to think on his feet and to pay attention to the proper use of grammar and pauses in his speaking.

Another beneiit to be derived from my novel teaching apparatus 10 is that it affords a visual indicating device which the remainder of the classroom can follow with interest while a student is reciting or speaking. The remainder of the students in the classroom, as well as the teacher, can readily check the reciting students indication of grammar and punctuation, and this affords a challenge to the students who are not reciting to closely follow the recitation in order to check the reciting students 6 visual representations of the types and structure" of the sentences he is using. .1

From the foregoing it will" beseen'that I have aiforded a novel teaching' apparatus which may be readily utilized to good advantageY in elementary schools and high schools as a valuable aid in teaching'students' grarrmtar', punctuationr and semence structure.

Thus, while I have iliustrated andV described the preferredvv embodiment of my invention, itis to bel understood that' this is capable ofI variation and modliication, and? I therefore do not wish to be limited. to the precise details set forth, but desire toA avail myself of such changes and alterations as tall withinrthe purview of 'the' following claims.

I claim:

1. A teaching apparatus comprising a mounting board having a front face, said face having three areas thereon, said areas representing simple sentences, compound sentences, and complex sentences, respectively, each of said areas having three smaller areas therein, each of said smaller areas representing a specic type of the more general type of sentence represented by the one of said first mentioned areas within which said smaller area is disposed, and means for selectively visually indicating on said face the general type, the specific type, start, finish, structure, and punctuation of a sentence being read or spoken, said means comprising a plurality of electric lamps mounted on said board in position whereby the illumination of each of said lamps is Visible on said face when said lamp is energized, each of said smaller areas having lone lamp of one color disposed therein to indicate, when illuminated, the start of a sentence of said specific type represented by said last mentioned area, and a second lamp of a second color disposed in said last mentioned area to indicate, when illuminated, the nis'h of said last mentioned sentence, each of said smaller areas in said compound and complex areas having a third lamp of a third color disposed therein between said one lampl and said second lamp in said area to indicate, when illuminated, a pause, represented by a comma or conjunction, in a spoken sentence of the specic type represented by said last mentioned area, one of said smaller areas in said complex area having a fourth lamp of said third color disposed therein between said one lamp and said second lamp in said last mentioned smaller area to indicate, when illuminated, a pause, represented by a comma or conjunction, in a spoken sentence of the specific type represented by said last mentioned area, and means connected to said lamps for selectively energizing the latter.

2. A teaching apparatus comprising a mounting board having a front face, said face having three areas thereon, said areas representing simple sentences, compound sentences, and complex sentences, respectively, each ot said areas having three smaller areas therein, each of said smaller areas representing a specific type of the more general type of sentence represented by the one of said lirst mentioned areas within which said smaller area is disposed and means for selectively visually indicating on said face the general type, the specic type, start, iinish, structure, and punctuation of a sentence being read or spoken, said means comprising a plurality of electric lamps mounted on said board in position whereby the illumination of each of said lamps is visible on said face when said lamp is energized, each of said smaller areas having one lamp of one color disposed therein to indicate, when illuminated, the start of a sentence of said specific type represented by said last mentioned area, and a second lamp of a second color disposed in said last mentioned area to indicate, when illuminated, the finish of said last mentioned sentence, each of said smaller rareas in said compound and complex areas having a third lamp of a third color disposed therein between said `one lamp and said second lamp in said area to indicate, when illuminated, a pause, represented by a comma or conjunction, in a spoken sentence of the specific type represented by 7 said last mentioned area, one of said smaller areas -in said complex area having a fourth lamp of said third color disposed therein between said one lamp and said second lamp in said last mentioned smaller area. to indicate,

when illuminated, a pause, represented by a comma or v5 conjunction, in a spoken sentence of the specific type represented by said last mentioned area, a control panel, and a. plurality of manually `operable electric switches mounted on said panel in groups corresponding to said specic areas on said mounting board, said switches being electrically connected to said lamps for selectively controlling the energization of the latter.

3. A teaching apparatus as deined in claim 2 and wherein-said one color is green, said second color is red, and said third color is orange.

References Cited in the file of this patent UNITED STATES PATENTS 450,615 Denny Apr. 21, 1891 1,617,272 Peterson Feb. 8, 1927 1,771,953 Conklin July 29, 1930 A2,050,805 Pumar Aug. 11, 1936 2,430,205 Barry Nov. 4, 1947 2,520,649 Northrop Aug. 29, 1950 FOREIGN PATENTS 767,777 France May 7, 1934 

